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The Moderating Effects of Teacher-Child Relationships on the Relationships between Parents with their Children and the Behavior of Problem Children
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부모-유아관계와 유아 문제행동의 관계에서 교사-유아관계의 조절효과

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Type
Academic journal
Author
Journal
The Korean Society for Early Childhood Teacher Education Early Childhood Education Research & Review Vol.24 No.5 KCI Accredited Journals
Published
2020.10
Pages
199 - 228 (30page)
DOI
10.32349/ECERR.2020.10.24.5.199

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The Moderating Effects of Teacher-Child Relationships on the Relationships between Parents with their Children and the Behavior of Problem Children
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The purpose of this study was to investigate the moderating effects of the teacher-child relationships on parent-child relationships and children"s problem behaviors. Subjects were 247 pairs of mothers and children(aged 3, 4, 5) attending 3 kindergartens located in G province, and the 19 teachers in charge of children. Research instruments used in collecting data were K-PRQ-P, STRS and C-TRF. The collected data were analyzed through t-test, one way ANOVA, Pearson"s correlation, Stepwise Multi-Regression using SPSS 21.0 program. The results of this study were as follows: First, there was the significant difference in attachment of parent-child relationship, closeness of teacher-child relationship, and the externalizing of children"s problem behavior according to children"s gender. However, there was a significant difference in closeness, dependency of teacher-child relationship, and the internalizing of children"s problem behavior according to children"s age. Second, children"s internalizing problem behavior was found to be significantly related to involvement, relational frustration, and parenting confidence. Children"s externalizing problem behavior was found to be significantly related to involvement, and the relational frustration of the parent-child relationship. Children"s internalizing/externalizing problem behavior were significantly related to all sub-categories of teacher-child relationships. Third, the conflict of teacher-child relationship moderated the relationship between parents and their children with the children’s internalizing problem behavior. These findings provide useful information on possible intervention and prevention of children"s problem behavior through improved parent-child relationships and teacher-child relationships.
#부모-유아관계 (parent-child relationship) #교사-유아관계 (teacher-child relationship) #유아 문제행동 (children's problem behavior) #조절효과 (moderating effect)

Contents

Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 연구결과
Ⅳ. 논의 및 결론
참고문헌
ABSTRACT

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UCI(KEPA) : I410-ECN-0101-2020-375-001554250